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Effects of Anxiety on Sport Performance

Effects of Anxiety on Sport Performance. October 3, 2002. Significant Theories. Drive Theory (Hull) Inverted-U (Yerkes & Dodson) Catastrophe ( Hardy & Fazey ) Multidimensional Anxiety (Martens, Burton, & Vealey) Zone of Optimal Functioning (Hanin) Flow State (Csikszentmihalyi).

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Effects of Anxiety on Sport Performance

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  1. Effects of Anxiety on Sport Performance October 3, 2002

  2. Significant Theories • Drive Theory (Hull) • Inverted-U (Yerkes & Dodson) • Catastrophe (Hardy & Fazey) • Multidimensional Anxiety (Martens, Burton, & Vealey) • Zone of Optimal Functioning (Hanin) • Flow State (Csikszentmihalyi)

  3. Drive Theory (Hull, 1943) • Most simplistic of the theories • P = f(H, D) • H = Dominant response • D = Arousal level (drive)

  4. Drive Theory • Increased arousal (drive) will elicit the dominant response • Response associate with strongest potential to respond is the dominant response

  5. Drive Theory • Early in learning, or for complex tasks, dominant response is the incorrect response • Late in learning, or for simple tasks, dominant response is the correct response

  6. Drive Theory - Problems • No predictive ability • Too simplistic • No consideration of skill type (gross vs. fine) • Differentiation between anxiety & arousal?

  7. Multidimensional Anxiety Theory(Martens, Burton, Vealey, 1990) • Focus on anxiety, not just arousal • Distinction between cognitive & somatic anxiety • Cognitive anxiety always detrimental to performance • Somatic - beneficial OR detrimental • Depends upon person

  8. Inverted-U (Yerkes & Dodson, 1908) • Arousal/performance relationship is curvilinear • Arousal level for maximal performance varies: • Task complexity • # of decisions/responses increases

  9. Inverted-U theory • Simpler tasks can be performed successfully under higher arousal levels than complex (examples?) • Importance of performer’s skill level • Klavora (1977); Sonstroem & Bernardo (1982)

  10. Inverted-U: Problems • Inability to precisely measure arousal • Equates anxiety with arousal • Circular reasoning • Overly simplistic • WHY?? • Measurement issues: How much can arousal levels be increased--legally & ethically?

  11. Catastrophe Theory (Hardy & Fazey, 1987) • Questions idea that small changes to arousal = small changes in perf. • If anxiety/arousal reach debilitating levels, catastrophic results may occur (Greg Norman) • Cognitive vs. somatic anxiety differences

  12. Catastrophe Theory • Cognitive anxiety is low, somatic & performance follow inverted-U • Cognitive anxiety high, somatic & performance are inverted-U to a point • What happens after the “catastrophe”?

  13. Catastrophe Theory • Research is supportive of this relationship, however… • Testing is difficult • Predictions?

  14. ZOF (Hanin, 1980) • Individual’s optimal pre-competition psychological profile in relation to anxiety • Too far from optimal = lower performance • Equivalent of individual’s optimal state anxiety score +/- .5 standard deviations (CSAI) • Weaker opponents?

  15. ZOF • Each athlete has individual ZOF • Bandwidth of optimal function • Situational or personal factors (task type/athletic experience) cannot predict optimal zone • Cognitive anxiety or physiological ?

  16. ZOF • Research generally supports • Better predictor than inverted-U • Problems • No explanation of how ZOF develops • Why are best performances more likely in optimal zone?

  17. State of Flow (Csikszentmihalyi) • “Flow is a state of optimal experiencing involving total absorption in a task, and creating a state of consciousness where optimal levels of functioning often occur” (Jackson, 1995, p. 138) • Autotelic experience - an activity performed because it is it’s own reward

  18. Defining Characteristics of Flow • Requirement of skill/challenge balance • Merging of action/awareness • Clearly defined goals • Clear, unambiguous feedback • Total concentration on skill being performed

  19. Defining Characteristics of Flow • Paradox of control • Loss of self-awareness • Loss of time awareness • Autotelic experience • Combination of emotional high and personal best performance

  20. Flow - Skill & Challenge Relationship • Flow = skilled but challenged • Anxiety = challenged, but fears level of skills • Apathy = low skill level, low challenge • Boredom = skilled, but unchallenging

  21. Can Anxiety Benefit Performance? • Most research suggests anxiety is detrimental to performance • Labeling of info is important • Muscle tension = preparedness? • “Concern about performing well”? • Imprecise measurement of what anxiety is for athletes

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